ELA+2+Lesson+7


 * Topic: Gardening and farming **


 * Common Core standards: **

RL2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.11 - Make connections between self, text, and the world around them (text, media, social interaction). RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Drawing Conclusions
 * Analyze and Evaluate
 * Homophones
 * Proper Nouns
 * Summary/Inform


 * Suggested additional readings: **
 * __If You Were a Noun__ by Michael Dahl
 * __Merry-Go-Round: a book about nouns__ by Ruth Heller
 * __A Mink, a Fink, a Skating Rink: what is a noun?__ by Brian P. Cleary
 * __How Much Can a Bare Bear Bear? : what are homonyms and homophones?__ by Brian P. Cleary
 * __If You Were a Homonym or a Homophone__ by Nancy Loewen
 * __Lilly's Big Day__ by Kevin Henkes
 * __Sheila Rae, the Brave__ by Kevin Henkes
 * __A Weekend with Wendell__ by Kevin Henkes
 * __Wemberly Worried__ by Kevin Henkes

Journeys lesson activities Brainpopjr - background information and activities for educators Brainpopjr - video about characters Brainpopjr - video about nouns Harcourt School Grammar Practice Park - common/proper noun game Sheppard Software - noun game Brainpopjr - video about homonyms, homographs and homophones Discovery Education - video about homophones Enchanted Learning - printable homophone quiz Official Kevin Henkes website BookFlix - Chrysanthemum by Kevin Henkes read - aloud (English/Spanish) BookFlix - Owen by Kevin Henkes read - aloud (English/Spanish) Enchanted Learning - printable story summary worksheet
 * Resource links: **

Student learning outcome: Identify and describe personal connections to the text. Duration: approximately 50 minutes Necessary materials: //Provided//: N/A
 * Activities: **

//Not Provided//:


 * __Julius, Baby of the World__ by Kevin Henkes
 * __Ira Sleeps__ __Over__ by Bernard Waber
 * Lined paper
 * Lesson plan

After reading //Ira Sleeps Over,// share with students the origins of Ira's favorite toy, his teddy bear. Explain that the teddy bear was named after Teddy Roosevelt, the 26th President of the United States of America. On a bear hunt, President Roosevelt saved a wounded bear. The newspapers printed a cartoon with Teddy holding a small, cuddly bear, and after that, stuffed bears were known as "teddy bears."
 * **BEFORE THE LESSON**

Teacher will explain to students that good readers think about how the story relates to their own lives to understand the story better. Teacher will explain that when we draw conclusions or make connections, we combine what we already know with what we’ve read in the text. When we make a personal connection, we combine what we already know based on our own experiences and the information in the text in order to understand the text better. Teacher will give an example of a familiar book previously read aloud in class and name the connections made to personal life that helped to better understand the story (for example, one may use __Julius, Baby of the World__ by Kevin Henkes and could explain the personal experience of sibling rivalry). Teacher will explain that when books make us think about our own lives, we are making a connection that helps us understand the story better. Ask: "How did I make a personal connection to the story?" Students should respond that as you read the story you thought about a similar experience they have had. Then you thought about how that helped you understand the story better. Students and teacher will read __Ira Sleeps Over__ by Bernard Waber aloud, stopping at page 25. We will chart and discuss personal connections we have with the text. For example, Ira listens to his sister more than his mom and dad. I know sometimes that I believe my older sister more than my mom and dad because I think she is smart and honest. Ira must think that of his sister because he believes her more than his mom and dad. We will finish reading __Ira Sleeps Over__ aloud.
 * ===DIRECT TEACHING===
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===

Students will write about something the end of the story reminded you of in their own lives, a connection that helped to better understand the story.
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===

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